The Relationship Between Latino Students' Learning Styles and Their Academic Performance

Torres, Sonia Maldonado

doi:10.1080/10668926.2012.761072

Cited by 8 publications

(4 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Los indicadores son elemento que se establecen para tener el rumbo de la institución, tal es el caso de las políticas enfocadas a las tasas de graduación que pueden mejorar con un sistema e identificación temprana de estudiantes con riesgo de fracasar (Alston, Lane, & Wright, 2014;Hyslop-Margison & Sears, 2010;Corlett, 2005). De acuerdo con Livengood (1992) Para Torres (2014) el rendimiento académico está asociado con el conocimiento de los estilos de aprendizaje, esto permite a los profesores puedan crear un enfoque de enseñanza más centrado en el estudiante. De tal forma, que es necesario contar con profesores de calidad, que sean capaces de reconocer los estilos de aprendizaje, pero además de establecer canales de comunicación, de esta manera se pueden establecer estrategias de intervención educativa orientadas al mejora del aprendizaje de los estudiantes (Tan, Wu & Li, 2011).…”

Section: El Rendimiento Académico En La Universidadunclassified

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Herrera

2016

Rev. Complut. Educ

View full text Add to dashboard Cite

ResumenEl objetivo del artículo es realizar un diagnóstico sobre la percepción de los factores que intervienen en el rendimiento académico de los estudiantes de cinco carreras universitarias en una escuela de educación superior en México, para así reconocer las áreas de oportunidad que permitan sugerir políticas y estrategias para elevar su rendimiento. Se utilizó una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepción del rendimiento académico en escala tipo Likert. Se realizó un análisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretación y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluación y c) la motivación de los estudiantes. Se llevó a cabo un análisis comparativo por carrera. Se encontró que los estudiantes perciben que la mayoría de los maestros no se preocupan por la condición de los jóvenes en situación de reprobación. Además, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros académicos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detectó que los estudiantes poseen una alta motivación siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educación superior. Palabras clave: rendimiento académico, educación superior, estudiantes, evaluación, motivación del alumno. AbstractThe objective of this article is to make a diagnosis of the perception of the factors that intervene in the academic performance of students of five university degrees in a high school in Mexico, to recognize the opportunity areas that allow suggesting policies and strategies to increase their performance. A sample of 1651 students was used; the data were obtained by a thirty-question questionnaire that studies the perception of the academic performance in the Likert scale. An exploratory factorial analysis was made to reduce the data, ease the interpretation and validate the instrument. Three factors were identified: a) the role of teachers, b) the evaluation and c) Claudia A. Hernández Herrera Diagnóstico del rendimiento académico en estudiantes… 1370 Revista Complutense de EducaciónVol. 27 Núm. 3 (2016) 1369-1388 students' motivation. A comparative analysis of the different university degrees was made. It was found that students perceive that most of the teachers do not worry about the condition of youngsters in situation of reprobation with failure issues. Besides, teachers seldom motivate and lack the expressions of sentiments of pride towards students' academic achievements. Half of the participants think that teachers do not impart the whole syllabus. Students have a high motivation, which is positive because they prove to be responsible and dedicated. In conclusion, a series of suggestions are provided while explaining the implicat...

show abstract

Section: El Rendimiento Académico En La Universidadunclassified

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Herrera

2016

Rev. Complut. Educ

View full text Add to dashboard Cite

show abstract

“…The objective is to make an analysis of the performance achieved by students with the teaching methodologies used at two different times (before and after the pandemic) to, in this way, know if the non-progressive irruption of new teaching models has positive consequences on student results. Academic performance is associated with knowledge of learning styles, allowing teachers to create a more student-centered approach to teaching (Torres, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Student Performance and Perception of the Teaching Methodologies Implemented by COVID-19

Martin-Gomez

Luna

2022

IER

View full text Add to dashboard Cite

The 2007 London Communiqu�� Towards the European Higher Education Area: responding to the challenges of a globalized world confirms that a major effect of this globalization process will be a transition to student-centered higher education. This methodological transition in teaching processes has been accompanied in all cases by technological innovation, but it is the health crisis caused by COVID-19 that drives and accelerates it. Given this, we ask ourselves how student performance has been affected as a result of the accelerated emergence of Information and Communication Technologies (ICTs) in teaching processes, for which the results of the continuous evaluation of students of a certain subject before and after the pandemic. The achievements show that both at a quantitative level and in the perception of the students, the changes have been positive and should have been carried out earlier, that progressivity in teaching innovations loses its meaning due to the volatile and uncertain environment in which we operate and that we learn and teachers are able to adapt quickly, even if this forces them to leave our comfort zone.

show abstract

“…Chinese L2 learners behave differently from Iranian learners regarding their learning styles [25]. However, age and gender affect learning styles [21,26,27]. Nationality, age, and gender should be considered when calculating the correlation between learning styles and second language learning.…”

Section: Introductionmentioning

confidence: 99%

Learning Styles Determine Different Immigrant Students’ Results in Testing Settings: Relationship Between Nationality of Children and the Stimuli of Tasks

Figueiredo

Brandão

Nunes

2019

Behavioral Sciences

View full text Add to dashboard Cite

Background: Literature presents little examination on the learning styles and sensorial preferences of immigrants during decoding of different tasks in testing contexts. Methods: In this cross-sectional study, non-native children (between 2nd and 12th grade) were divided into six groups determined by country of origin and examined on different stimuli, visual and auditory, associated with four tasks that measure cognitive and linguistic specific abilities. Results: The multivariate analysis confirmed that the children’s nationality significantly explained achievement variability regarding picture recognition and auditory discrimination. η2 values indicated that there were moderate to larger effects for the nationality as a factor that explains the variance of performance. Conclusions: Results indicate that tasks’ stimuli can effectively assess and differentiate specific young minority groups in order to understand their actual level of preparation and their needs for further learning. The listening input, on the one hand, should be established as the main differentiator for all groups at the time of school entry, but, on the other hand, it should be avoided in Asian groups and Eastern European students during the first stages of second language (L2) learning in European contexts with romance languages as the target learning.

show abstract

The Relationship Between Latino Students' Learning Styles and Their Academic Performance

Cited by 8 publications

References 10 publications

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Student Performance and Perception of the Teaching Methodologies Implemented by COVID-19

Learning Styles Determine Different Immigrant Students’ Results in Testing Settings: Relationship Between Nationality of Children and the Stimuli of Tasks

Contact Info

Product

Resources

About